Metacognitive Foundations in Higher Education Chemistry

Metacognitive regulation in organic chemistry students: how and why students use metacognitive strategies when predicting reactivity

“…Drawing on these suggested teaching methods, we have recently piloted a series of problem-solving workshops with a small number of organic chemistry students at our institution based on the results of this investigation. According to Arslantas et al (2018), metacognitive instruction should include ''explicit instruction, modeling, integration of metacognitive skills with course content, and opportunities for practice and reflection'' (Arslantas et al, 2018, p. 59). These workshops therefore begin with explicit instruction on metacognition and its importance, drawing on data collected during this study on the reasons students use certain strategies.…”

“…Metacognition in chemical education. Metacognition has been studied extensively as a psychological construct since the 1970s, but it is primarily in the past two decades that interest has grown in studying metacognition in the context of chemical education (Avargil et al, 2018;Arslantas et al, 2018;Lavi et al, 2019). Much of this work has centered on evaluating interventions designed to promote metacognitive behaviors in chemistry students.…”

“…Despite the growing interest in the role of metacognition in chemistry education, few studies have focused on organic chemistry students. In a recent review of metacognition in higher education chemistry, 27 out of the 31 articles that met the inclusion criteria examined metacognition in students that were enrolled in introductory, general, or preparatory chemistry courses (Arslantas et al, 2018). Problems students encounter in organic chemistry courses differ from those encountered in general chemistry courses in that they are primarily nonmathematical and require a different set of fundamental skills (Cartrette and Bodner, 2010).…”

“…One of the factors that has been shown to have a significant impact on problem-solving across disciplines is a student's ability to engage in metacognition, defined as the knowledge and control of one's own thought processes (Flavell, 1979;Rickey and Stacy, 2000;Schoenfeld, 2016). There has been growing interest among chemical education researchers in assessing and promoting metacognition, yet few studies have focused on organic chemistry courses (Arslantas et al, 2018). In a review of research conducted in the field of organic chemistry education, Graulich (2015) suggested that one of the main areas of future progress in this domain should be fostering metacognitive and learning strategies.…”

Effect of Problem Based Learning on Student’s Metacognitive Ability and Science Process Skills

“…Besides, the concept of chemistry is not only macroscopic (observable) but also microscopic (unobserved), symbolic images, such as symbols, formulas, reactions equations and graphics also require to have the ability think, not only understand but also analyze and have the skills to be able to solve problems with various solutions [2]. Seeing these problems, a teacher must make an effort to overcome the difficulties of students by providing treatment to instil valuable learning by construction knowledge of students so that they can develop skills in solving problems as well as being skilled and creative in an effort so that students can understand chemistry learning and have skills to improve learning performance in the chemistry learning [3,4,5,6,7,8].…”